Some other developments here can hardly fail to be of interest. Originally planned to operate in our entire institution, exclusive of the College of Law into which it was not allowed to enter, this system has gradually been eliminated from all the colleges save the College of Liberal Arts and Teachers College. True, in these colleges of exclusion the matter of content figures more prominently than in the others—the curricula are more fixt—but that is far from being the only reason for the exclusion. And even more suggestive as touching the secondary school extension recommended by the article under discussion, is our recent action excluding the system from our preparatory department, now being transformed into a model high school for Teachers College. This elimination, likewise, was in part due to the fixt number of courses demanded of all secondary schools, but yet, not largely so. When this matter came up for decision it needed no emphasis upon that point to carry the recommendation. It would have carried without those conditions. The strongest advocates of the system did not, by a single word, urge its retention in the Model High School. All felt, seemingly, that it was not well suited to students of that grade.
Note.—The reason for repeating this article here is largely historical, tho interest in the matter discust occasionally crops out even yet. It will be of interest to some who have not otherwise heard of it to learn that the University of North Dakota long since discarded the system. It was voted out completely early in the year 1910. And thus was realized Professor Kennedy's apprehension exprest in his Educational Review discussion of 1906: "We have, I grant, had our doubts and fears, knowing well that many a promising theory lies high and dry on the shoals of the past."
FOOTNOTE
[1] Experience has shown that I was in error in the statement of this sentence. It has been found to operate to the disadvantage of our students entering other institutions in graduate as well as undergraduate departments. Graduate schools have become very particular, some of them not being satisfied without passing in review well nigh the entire former school life of an applicant, apparently to assure themselves that no short-cuts have been made. This fact is an interesting confirmation of the position of this article relative to the importance of content—when it pleads for quantity, as well as quality.
This entire matter is made clear by referring to one instance. Others could be cited. One of our graduates, Miss Ethel J. May, a very strong student, "profited" by the so-called "credit-for-quality" system to such an extent that she shortened her undergraduate period of study by an entire year, receiving her degree with honor. Then she taught for a few years with signal success, later returning for graduate work. For her Master's degree she spent an entire year in study, since the system did not operate in the graduate department. Again she taught with success, later entering the University of Illinois as an applicant for the doctorate. Here it was that her troubles began, and all because she had thus "profited" way back in her undergraduate days. She was told that the year "saved" would now have to be made up—that the period of study for her doctorate would have to be at least three years, and this in spite of the fact that she held the degree of Master of Arts from a state university of the first class, and was planning to continue along the same lines of work. After considerable discussion and institutional negotiation, this much of a concession was made: "If your work proves to be excellent, your shortage will be disregarded." So she went to work with that incubus, or stimulus—whichever you wish to regard it—over her. Neither she nor her committee knew how to plan her work, not knowing whether it was to be for two years or for three. And not until the very close of her year's work was her status determined—full credit then being granted for her former degrees. Miss May's sane comment now is, "I would not advise any one to try to shorten the regular four-year undergraduate period of study."
(Author 1918)